The teacher-interactive videodisc interface: Explicating the dynamic.

Abstract

As educators plan for utilization of new technologies which hold promise for improving student learning experiences, they must understand how to assist classroom teachers in efficaciously approaching their use. Twenty nine of a randomly chosen pool of 100 grades 3-12 classroom teachers from a large north central United States school district were exposed as novices to Interactive Videodisc (IVD) and their experience with this relatively new technology examined. Responses to IVD use and background variables were compared in an effort to isolate predictive factors of teachers who are more prone to experience a positive initial interface with IVD. Subjects experienced an IVD multicultural lesson either in a small group or in relative isolation. Qualitative and quantitative data are presented which show teacher/subject responses to IVD as an instructional/learning medium. Although a generally favorable response to IVD was demonstrated, stronger positive experiences were reported by those who initially used IVD with a small group of colleagues than those who worked alone. Comfort level indicators (criterion variables) in novice use of IVD are found to correlate significantly to eight predictor variables through a multiple regression analysis.